Welcome back to my series!
As a student, I had a lot of experience with Microsoft Word. It was my go-to resource for writing essays and reports in grades K–12. I still frequently use it for academic papers at Florida State University because of its useful formatting and citation capabilities. Having said that, I occasionally find myself gravitating toward Google Docs because I can view my work from any device, and real-time collaboration is made easier. Cloud-based technologies are very helpful in managing group projects and rapid revisions because of their convenience.
The ISTE Standards for Educators' "Engage in Professional Growth and Leadership" requirement is one that I think has special significance. It motivates teachers to use technology to improve their instruction and continue their professional development. The requirement is significant because it emphasizes how crucial it is for educators to adjust to new resources and techniques. Balancing technology use with more conventional approaches still intrigues me, especially in making sure that all students—even the less proficient in technology—benefit from these developments.
The phrase "digital native" refers to young people who have been exposed to technology and are naturally adept at using it. Being a digital native, in my opinion, means that I can learn new digital technologies fast and use them efficiently. But I've seen that many of my teachers—who are more like digital immigrants—may find it difficult to use new technology at times and use it less regularly. This distinction may affect how technology is applied in the classroom. I imagine that my students in the future will be even more tech-savvy, so I'll need to continuously modify my teaching strategies to suit their requirements and stay up to date with the newest resources.
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